<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062021000100136</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v31.n.64.s14917</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[CORREÇÃO TEXTUAL-INTERATIVA COMO UM ANDAIME PARA A AMPLIAÇÃO DA COMPETÊNCIA ESCRITORA DOS ALUNOS DA EDUCAÇÃO BÁSICA]]></article-title>
<article-title xml:lang="en"><![CDATA[FORMATIVE FEEDBACK AS A SCAFFOLD TO IMPROVE WRITING COMPETENCE OF PRIMARY EDUCATION STUDENTS]]></article-title>
<article-title xml:lang="es"><![CDATA[CORRECCIÓN TEXTUAL-INTERACTIVA COMO ANDAMIO PARA LA AMPLIACIÓN DE LA COMPETENCIA ESCRITORA DE ALUMNOS DE LA EDUCACIÓN BÁSICA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bazarim]]></surname>
<given-names><![CDATA[Milene]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A03"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Colaço]]></surname>
<given-names><![CDATA[Joarlan de Sousa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal de Campina Grande  ]]></institution>
<addr-line><![CDATA[Campina Grande Paraíba]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal de Campina Grande  ]]></institution>
<addr-line><![CDATA[Campina Grande Paraíba]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Católica de Pernambuco  ]]></institution>
<addr-line><![CDATA[Recife Pernambuco]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>31</volume>
<numero>64</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062021000100136&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062021000100136&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062021000100136&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste trabalho foi verificar quais são as metodologias mais adequadas a serem utilizadas pelo professor na correção de textos a fim de ampliar a competência escritora dos alunos dos anos finais do ensino fundamental. Trata-se de um estudo de caso que se filia ao campo de investigações da linguística aplicada. O corpus analisado é constituído por textos produzidos pelos alunos e corrigidos por uma professora de língua portuguesa. As análises desses registros foram informadas, principalmente, pela concepção de correção como um texto e como uma forma de diálogo em que o aluno pode se apoiar durante a reescrita. Os resultados da análise demonstram que, das três metodologias de correção mais utilizadas pela professora &#8211; resolutiva, classificatória e textual-interativa &#8211;, a última foi a que melhor desempenhou o papel de andaime para ampliação da competência escritora do aluno. Esses resultados são relevantes pois apontam conceitos e/ou caminhos alternativos para correção de textos de diversos gêneros que colaboram tanto para a formação inicial quanto continuada de professores de língua portuguesa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This work sought to identify the most suitable feedback methodologies to improve writing competence of primary education students. It consists of a case study based on the field of applied linguistics conducted with data collected from texts produced by students and the feedback written by the Portuguese teacher. These records were analyzed in the light of feedback as both a text and a form of dialogue on which students can rely during the rewriting act. The analysis reveals that textual-interactive correction was the most used feedback methodology among the three analyzed &#8211; namely, resolving, controlled, and textual-interactive correction, &#8211; being the most effective in improving student&#8217;s writing competence. These results point to alternative concepts and/or paths for text feedback of several genres, thus contributing both in the initial and continuing education of Portuguese Language teachers.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este trabajo tiene por objetivo verificar cuáles de las metodologías empleadas por el profesor en la corrección de textos resultan más adecuadas a la finalidad de ampliación de la competencia escritora de los estudiantes de los años finales de la Enseñanza Básica. Se trata de un estudio de caso vinculado al campo de investigación de la Lingüística Aplicada. El corpus analizado es compuesto por textos producidos por estudiantes y corregidos por una misma profesora de Lengua Portuguesa. Los análisis de estos registros están basados, principalmente, en la concepción de la corrección de textos como una forma de diálogo sobre el cual el estudiante puede apoyarse durante la reescritura. Los resultados demuestran que, de las tres metodologías de corrección &#8211; resolutiva, clasificatoria y textual interactiva &#8211; más empleadas por la profesora, la última, textual interactiva, es la que mejor ha desempeñado el rol de andamio para ampliación de la competencia escritora de los estudiantes. Estos resultados son relevantes, pues señalan conceptos y/o caminos alternativos para la corrección de textos de diversos géneros, contribuyendo para la formación inicial y continua de profesores de Lengua Portuguesa.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Correção textual-interativa]]></kwd>
<kwd lng="pt"><![CDATA[Metodologias de correção]]></kwd>
<kwd lng="pt"><![CDATA[Andaimagem]]></kwd>
<kwd lng="pt"><![CDATA[Linguística aplicada]]></kwd>
<kwd lng="en"><![CDATA[Textual-interactive correction]]></kwd>
<kwd lng="en"><![CDATA[Feedback methodologies]]></kwd>
<kwd lng="en"><![CDATA[Scaffolding]]></kwd>
<kwd lng="en"><![CDATA[Applied linguistics]]></kwd>
<kwd lng="es"><![CDATA[Corrección textual interactiva]]></kwd>
<kwd lng="es"><![CDATA[Metodologías de corrección]]></kwd>
<kwd lng="es"><![CDATA[Andamio]]></kwd>
<kwd lng="es"><![CDATA[Lingüística aplicada]]></kwd>
</kwd-group>
</article-meta>
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